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This chapter describes the concepts which are related to the research, such as concept

of reading comprehension, concept of reading aspect, concept of teaching reading

comprehension, concept of narrative text, concept of STAD technique, procedures of

teaching reading through STAD technique. This chapter also describes the advantages

and disadvantages of STAD technique, theoretical assumption and hypothesis.

2.1 Concept of Reading Comprehension

Reading is the process of constructing meaning from written texts. It is a complex

skill requiring the coordination of a number of interrelated sources of information

(Anderson et al, 1985). It means that the readers must be able to translate the written

words into meaningful language. Reading can help people get the information from

written text that causes interaction between the reader and writer.

Meanwhile, according to Olson and Dillner (1982: 42), what is meant by reading

comprehension is a term used to identify those skills needed to understand and apply

information contained in a written material. It can be said that reading comprehension

ability is taught to be a set of generalized knowledge acquisition skill which permits

people to acquire and exhibit information gained as a consequence of reading printed


Brown (2001: 264) states reading is a process interrelated with thinking and with

other communication abilities listening, speaking, and writing. Reading is process of

reconstructing from the printed pattern on the ideas an information intended by the

author. Based on the opinion, it is important because reading is the reader’s activity in

order gets information from printed text using eyes and brain to understand what the

writer thinks in their written. It means that the readers always activate their minds to

get meaning and information while interacting with the written text.

Meanwhile, comprehension can be said as a crucial aspect of reading. In fact, it has

been emphasized that true reading is reading with understanding, that is,

comprehension. Simanjuntak (1988: 4) states that the first point to be made about

reading process is comprehension and the meaning is the basic element for

comprehension. She also adds that comprehending a text is an interactive process

between the readers’ background knowledge and the text itself.

It is also supported by Bondaza et al. (1998) who argues that reading comprehension

refers to the act of thinking or processing in which the reader construct meaning

before, during, after reading by incorporating the text information with the prior

knowledge. Reading comprehension is the ultimate goal of learning to read and it is

the foundations for education.

Based on the definitions above, it can be said that reading comprehension is the

readers’ ability in gaining meaning from the content of the text. Reading and

comprehension are one activity to extract the meaning of written materials with fully

understanding. There is no reading without comprehension and background

knowledge is involved in the process of building up the comprehension.

2.2 Reading Aspect

Referring to the concept above, in order to know the students’ reading

comprehension, the teacher must involve some aspects that really essential in reading

comprehension. The reading aspects should understand not only the surfaces meaning

of the text but also the purposes of the main idea of the reading text.

According to Nuttal (1985) there are five reading aspects which help the students to

comprehend the English text well, i.e. main idea, specific information, references,

inference, and vocabulary. In reading with comprehension one will recognize the

purpose and the important point of the text besides understanding the surface

meaning of the text which consist of:

1. Main idea

Main idea is called the topic sentence. Topic sentence tells what the paragraph

is about. In some paragraphs, the main idea is not explicitly stated in any one

sentence. Instead, it is left to reader to infer or reason out. The main idea is the

most important idea that the author develops throughout the paragraph. (Mc.

Whother, 1986:36)

2. Specific information

Supporting sentence or specific information develops the topic sentence by

giving definition, examples, facts, an incidents, comparison, analogy, cause

and effect statistics and quotation. (Mc. Whother, 1986:36).

3. Reference

References are words or phrases use either before or after the reference in the

reading material. They are used to avoid unnecessary repletion of words or

phrases. It means that, such words are used, they are signals to the reader find

the meaning elsewhere in the text. (Latulippe, 1986: 20)

4. Inference

Inference is an educational guess or prediction about something unknown

based on available facts and information. Suparman (2007) states that to

comprehend explicitly stated information, the readers need conscious knowledge

of the language and background knowledge of the topic under discussion.

Inference is needed in order to make a sense of the ideas of the text.

5. Vocabulary

According to Machado (2012:56), a childs vocabulary is strongly related to

his comprehension and ease of learning to read. Reading comprehension

involves applying letter sound correspondence to a pretend word and

matching it to a known word in the readers’ oral vocabulary. Many studies

agree that reading ability and vocabulary size are related.


2.3 Concept of Teaching Reading Comprehension

Teaching is very complex involving integrated skills of sharing ideas of opinions. It is

as guidance of learning, giving knowledge to a child (Olson, 1982: 24). The other

opinion come from Brown (1988: 23) if teaching as helping or showing someone to

learn how to do something, giving instruction, guiding in a study of something,

providing with knowledge, causing to know or understands. It implies that teaching is

process of facilitating learners in a learning process. In summary, teaching can be

defined as an activity to knowledge skills and attitude.

Basically, reading has been claimed as one of skills that can determine the students’

success in learning English. In this case, they do not only understand the structure of

the texts but also comprehend the meaning of the text. Some students learn how to

read and comprehend what they read fairly well. But, there are many students who

have difficulty in learning how to read and comprehend what they have read.

According to Mikulecky (1989: 2) in Hararit (2007: 11) there are two processing

strategies to comprehend the text. First, a concept-driven or top-down mode, in which

readers focus primarily on what is already known in trying to comprehend a text.

Second, Data-driven or bottom-up mode in which the readers will combine these two

strategies to understand a text. They will use their background knowledge to

understand writers’ idea.

Another technique proposed by Wedman et al. (1996: 112) in Hararit (2007: 12) is a

group work. It is a technique which learners construct meaning through events that

occur among groups of people rather than between a person and a thing. Therefore

learning occurs when groups of people have opportunities for verbal exchanges that

lead to decision making reflection and interdependent and autonomous learning.

In other words, to have better comprehension of a text, readers are expected to

discuss what they read with other people in a group. This happens because among the

readers share information using their background knowledge. On the other hand, their

understanding is hopefully established after they share their perspectives based on the

text they have read.

According to the explanation above, it can be inferred that the use of reading strategy

is really essential in reading comprehension. The teacher must use the most

appropriate teaching reading strategy in order to increase students’ reading

comprehension ability. It means that the appropriate reading strategy may assist the

comprehension ability of reading. The reading strategy should not only develop the

students’ thinking and creativity but also develops the students’ social ability.

2.4 Concept of Narrative Text

A narrative is a construct created in a suitable medium (speech, writing, images) that

describes a sequence of real or unreal events. It derives from the Latin verb narrare,

which means “to recount” and is related to the adjective gnarrs, meaning “knowing”

or “skilled”.

Narrative text has function to amuse, entertain and to deal with actual or various

experience in different ways. It is important to know that the social function of the

narrative text is to inform and entertain. Narrative text will tell the story with amusing

way. According to me, it can be said that narrative is the text has story of imagination

or fairy tale that determine for amusing the listener or reader.

According to Madison Smart Bell (American Novelist), the narrative design, or what

we call form or structure, is of first and final importance to any work of fiction. In

that structure, it consists elements of story; characterization, point of view, theme

and plot.

Narrative deals with problematic event which leads to a crisis or turning point of one

kind (climax), which in turn finds a resolution. For example: tales, fable, legend,

historical story, horror story, and myth

According to Djuharie (2007), narrative text generally has generic structure which

consists of:

 Orientation: sets of the scene, where, when or introduce who is the

participants. It means to introduce the participants or the characters of the

story with the time and place set. Orientation actually exists in every text type

though it has different term.

 Complication : what problem does character have?

It is such the crisis of the story. If there is not the crisis, the story is not a

narrative text. In a long story, the complication appears in several situations. It

means that some time there is more then one complication.

 Resolution : how is the problem solved?


It is the final series of the events which happen in the story and give the

resolution to solve the problem that was happened. The resolution can be good

or bad. The point is that it has been accomplished by the characters.

From the general structure above, the narrative should have the three components

such as orientatin, complication, and resolution. The three components support the

story that is organized as narrative.

Table 1.The Example of Narrative Text

The man and the two animals

Once there was animal and farmer from Laos. Every morning
Orientation and evening. He ploughed his field with buffalo.

One day, a tiger saw the farmer and his buffalo working. The
Complication 1 tiger was surprise to see a big animal listening to a small
animal. He wanted to know more about the buffalo and the

After the man went home, the tiger spoke to the buffalo. “You
Resolution are so big and strong. Why do you do everything the man tells
you?”. The buffalo answers, “Oh the man is very intelligent.

The tiger asked “Can you tell me how intelligent he is?” No, I
can’t tell you, said the buffalo, but you can ask him. So, the
Complication 2 next day the tiger said to the man, “Can I see your
intelligence?“But the man answered it at home. “Can you go
and get it? Asked the Tiger. Yes said the man. “But I’m afraid
you will kill my buffalo when I am gone. Can I tie you to a

Resolution After the man tied tiger to the tree, he didn’t go home to get
his tree; he took his plough and hit the tiger. Then he said,
“Now you know about my intelligence even you haven’t seen

(Source : Modul Bahasa Inggris SMAN 3


Language features Narrative:

 Focus on specific or individual participant.

The first paragraph introduces the participant that will be focussed. In the

example of narrative above, the individual participant is the man.

 Use of noun phrases

Commonly, in narrative text uses noun phrases, for example of the text such

as the man, the tiger, big animal and small animal, etc.

 Use of adverbial phrases of time and place

Adverbial phrase is important to know when the events happen. So in a

narrative always uses adverbial. From the text above such as one day, every

morning, every evening, at home.

 Use of simple past tense

Past tense is used in narrative text, because narrative text actually tell about

the story that already was happened. The example from the text : there was

animal and farmer from Laos, he ploughed his field with buffalo, a tiger saw

the farmer and his buffalo working, etc.

 The use of temporal conjunction

A good paragraph usually has a temporal conjunction to relate paragraph one

to another, Let’s see from the text above, there are some conjunctions like

after, then, next day.


 Direct and indirect speech.

Direct speech is when reported what someone says by repeating the exact

words, for example from the text direct speech “Can you tell me how

intelligent he is?” The Tiger said. Whereas, Indirect speech is when giving

the same meaning of what someone says without repeating the exact word for

example but the man answered it at home.

Based on the explanation of narrative above, we can conclude that the characteristic

of narrative is a story of human experience. It has a conflict, problem solving, and

systematically that is happened in the past time.

2.5 Concept of STAD Technique

Student Team Achievement Division (STAD) is one of cooperative learning

techniques in which students work in groups of four or five. The groups consist of

students from different academic levels, gender, and background ethnics. The

different academic levels mean that there must be students with high, average, and

low ability in a group. They are responsible for discussing and working in group

before answering quiz individually. It means that students do an understanding in a

group before teacher gives the quiz individually.

The main idea behind STAD is to motivate students, to encourage, and to improve

each other’s skills are presented by the teacher. If the students want their team to get

team rewards, they must help their teammates to learn the material, they must

encourage their teammates to do their best, and express the atmosphere that learning

is important, valuable, and fun. Slavin (1995: 75) argues that group contingency is

essential if a small group structures are to enhance achievement. By group

contingencies, Slavin means that the behavior of one or more group members brings

rewards to a group.

According to Slavin (2000: 143), STAD has five major components: (1) class

presentation, (2) teams, (3) quizzes, (4) individual score, and (5) team recognition. In

STAD, the teacher presents a lesson and then students work within their teams to

make sure that all team members master the lesson. Then, all students take individual

quizzes on the material, at which time they may not help one another.

According to Kessler and Kagan (1992: 8) and Johnson (1994), there are at least five

key elements in STAD. Those elements are positive interdependence, face-to-face

interaction, individual and group accountability, interpersonal and small group skills,

and group processing.

The first element is positive interdependence. Positive interdependence means each

group member’s efforts are required and indispensable for group success. In other

words, when one student achieves, others benefit, too. Positive interdependence is

contrasted with negative interdependence and non-interdependence. Students are

negatively interdependence in competitive situations, it means that when one student

achieves, others loss. Examples of negative interdependence are grading on the curve,

posting only a few (the “best”) papers, or calling on only one student when several

raise their hands. Students are non-interdependence during individualized instruction


if students are all working alone at their own pace on individual tasks and the grades

of each have no relation to those of other students.

The second element is face-to-face interaction. In face-to-face interaction students

have to arrange themselves, so that they are positioned facing one another, have

directly eye-to-eye contact and face-to-face academic conversation. In this element,

there are some cognitive activities and interpersonal dynamics that may only occur

when the students do real work together in which they promote each other’s success

orally explaining how to solve problems, discussing concepts being learned, checking

for understanding, teaching one’s knowledge to others, and connecting present with

past learning.

The third element is individual and group accountability. STAD technique in this

element should not consider individual is success only by having individual quiz

regularly, but the students work in group must be accountable for achieving its goals

and must be accountable for contributing each member’s work to achieve the

common goal. According to Johnson et al (1998: 14), a teacher should asses each

student’s performance and return the result to the students as soon as possible in order

to ascertain who needs more assistance, support, and encouragement in completing

the assignment.

The fourth element is interpersonal and small group skills. The students are required

to possess interpersonal skills and group skills in order to gain knowledge of the

subject matter. Further, Johnson (1984) claim that the students must be given how

they analyze their learning group in order to maintain effective working relationships

among the group’s master. They also add that social skills for effective cooperative

work do not only appear when cooperative lessons are employed but also must be

taught, such as in leadership, decision-making, trust building, communication and

conflict-management, and students should be motivated to use the skills successfully.

The fifth element is group processing. Johnson et al. (1999) state that group

processing is important to make cooperation work by structuring group processing. It

only occurs when students are able to achieve their goals and maintaining

relationships. Moreover, the purpose of the group processing is to improve the

effectiveness of the group’s member in contributing to the joint efforts to achieve the

group’s goal. Without group processing, cooperative groups are often only groups of

students sitting together working on the same task.

From the descriptions above, it can be stated that STAD technique gives students the

opportunity to collaborate with peers in the form of group discussions to solve a

problem each group member. Thus, STAD is worth a try as one of techniques in

teaching reading comprehension. Hopefuly STAD technique can improve the

students’ reading because after using this technique make motivate the students in

learning process. It also can motivate the students’ learning especially in reading


2.6 Procedures of Teaching Reading through STAD Technique

STAD has been described as the simplest group of cooperative learning technique

referred to as Student Team Learning Method. In STAD, students are assigned to four

or five members that team reflecting a heterogeneous grouping of high, average, and

different genders. Team members then collaborate on worksheets design to expand

and reinforce the material taught by the teacher. Team members may (a) work on the

worksheets in pairs, (b) take quizzing each other, (c) discuss problem as a group, or

(d) use whatever strategies they which to learn the assigned material.

Following this team practice, students take individual quizzes on the assigned

material. Teammates are not permitted to help one another on these quizzes. The

quizzes are graded by the teacher and individual scores are then calculated into team

scores by the teacher.

The amount each student contributes to the team score is related to a comparison

between the student’s prior average and base score. If the student’s quiz score is

higher than the base score, then that student will contribute positively to the team

score. This scoring methods reward students for improvement (Slavin, 1986). The use

of improvement points is shown to increase student’s academic performance even

without teams (Slavin, 1986), and it is an important component of student team

learning (Slavin 1986; 1995).

The procedure of STAD implementation consists of several steps. The first step is

dividing the students into groups from different academic levels, sexes, and

background ethnics. According to Lie (2007: 41-42), the composition of each group

is one student with high achievement level, two students with average achievement

level, one student with low achievement level. The achievement level bases on the

students’ pre-test scores.

The second step is explaining STAD rules to the students before they joined in a

group. After students understood the rules, then the teacher asked them to join with

their own group. Every group has to discuss the material, do the assignments, and

make sure all members of the group understand the lesson. If the students have

questions, they should ask all teammates before asking the teacher. The third step is

explaining individual scoring. The students collect points for their group based on the

level in which their quiz score exceed their starting score.

The fourth step is delivering the lesson. The teacher explains the lesson and asks

number of questions to the student. The fifth step is arranging group discussion. The

students work in groups and do the assignment that is given by the teacher. They can

discuss concepts being learned, check for understanding, teach one’s knowledge to

others, connect present with past learning or just work informally until each member

is sure their teammates will make 100 on the quiz.

The sixth step is giving individual quiz. The aim of individual quiz is to measure how

far the students understand the lesson. The seventh step is counting students’

improvement score. The last step is giving rewards for group achievement.

2.7 Advantages and Disadvantages of STAD Technique

There are some advantages of STAD technique in learning. One of them is that

students can share the idea that they work together to learn and responsible for their

own teammates’ learning to achieve a goal. In addition, in this student-centered

learning, the students mostly dominate the class by producing a productive talk to

their teammates, giving and receiving help, and also listening to and sharing their

teammates’ opinions.

In line with the statement above, Slavin (1995) concludes several benefits of STAD

for students: (1) creating conditions leading to positive achievement outcomes by

directly teaching students structures methods of working with each other or teaching

strategies closely related to the instructional objective (especially for teaching reading

comprehension skills), (2) increasing self-esteem and improve ethnic relation, and (3)

leading to higher achievement, especially for low achiever.

Supported the advantages that have mentioned above, Lundgren (1994) also states

that the following are the advantages of using STAD for the students: (1) it can

increase the students’ motivation, (2) it can increase the students’ score, and (3) it can

increase the students’ retention or save the data for long time.

Related to the statement above, STAD is not only has positive effects towards

students, it also has some advantages for teacher. Hamm and Adams (1992:8) identify

three benefits of using STAD for teachers: (1) teachers become more cooperative in

their own professional interactions and more willing to collaborate with their peers,

(2) teacher’s time is spent more effectively; teachers can adopt a fresh, new attitude

toward their job, and (3) teachers have a greater time to validate their own, values and


However, as one of Cooperative Learning method, STAD also has some

disadvantages as stated by Hicyilmaz (2005) that many students do not like working

in cooperative groups. They do not like exposing their ignorance to other students.

Moreover, they have been trained to be competitive and work individually, so they

lack cooperative skills. In addition, aggressive students may try to take over, bright

students may tend to act superior, and loner may find it hard to share answers. For the

teacher, the biggest problem may be the crowded classrooms. Because of the numbers

of the students, some teachers worry that the noise may be higher than acceptable

during Cooperative Learning Activities.

2.8 Theoretical Assumption

From the literature review above, the writer comes to the assumption that there is a

difference of students’ reading comprehension achievement before and after being

taught through STAD technique. In line with this, it also assumes that STAD is an

effective technique in improving students’ reading comprehension achievement

because it can be applied to deal with heterogeneous student ability.

In STAD, students are given the opportunity to collaborate with peers in the form of

group discussions to solve a problem each group member who have heterogeneous in

academic ability. So that in one group there will be one student with high

achievement level, two students with average achievement level, and one student with

low achievement leve. Whereas, the disadvantages that may be appeared in the class

can be solved by the teacher’s control. Therefore, it may seem that STAD technique

can improve the students reading comprehension.

2.9 Hypothesis

Based on the theoretical assumption above, the writer formulates the hypothesis as

follows: There is a significant improvement of students’ reading comprehension

achievement of narrative text in intensive reading after students will being

taught by using STAD technique.